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Introduction
Breathe in and out. Notice your chest and belly moving and feel the soft air passing
from the nose. Listen to the quiet sounds of breathing in and out. Imagine the air moving
from the nose into the throat, through the air tubes, and into the airsacs. The parts of the
respiratory system that are in charge of supplying oxygen are the nose, nasal
passageways, windpipe, lungs, and diaphragm. In the nose and nasal passages, the
entering air is made warm, damp, and clean of unknown particles. Next, the air moves
down through the trachea, bronchi, bronchioles, and alveoli. Trachea is the empty tube
that serves as passageway of air into the lungs. Bronchi are the two branching tubes that
connect the trachea to the lungs. Bronchioles are the hairlike tubes that connect to the
alveoli. Alveoli are the airsacs that allow gas exchange in the lungs.
Respiration is simply defined as the exchange of oxygen and carbon dioxide into the body.
Or, It is an oxidative process in which oxygen is taken into the tissue (from lungs) to oxidize
the food in order to release energy and carbon dioxide.
The metabolic waste like CO2 is removed from the body through lungs.
Respiration is categorized into two types on the basis of site of gaseous exchange:
i. External respiration- exchange of gases between lungs and blood. It is the process of
absorption of oxygen and removal of carbon dioxide from the body through lungs.
ii. Internal respiration- exchange of gases between blood and cells. It is the process of utilization
of oxygen to produce energy and carbon dioxide by oxidation of food material inside the cell.
i. Aerobic respiration: The process which consists external and internal respiration occurs in higher
animals including human beings are called aerobic respiration.
ii. Anaerobic respiration: In some organisms (such as bacteria, fungi, parasitic worms), glucose
can be broken down to produce energy without utilizing oxygen. This process is referred to as
anaerobic respiration.
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Upper respiratory tract:
This includes the nose, mouth, and the beginning of the trachea (the section that takes air in and
lets it out).
This includes the trachea, the bronchi, broncheoli and the lungs (the act of breathing takes place
in this part of the system).
The organs of the lower respiratory tract are located in the chest cavity. They are delineated and
protected by the ribcage, the chest bone (sternum), and the muscles between the ribs and the
diaphragm (that constitute a muscular partition between the chest and the abdominal cavity).
Inhalation – the intake of air into the lungs through expansion of chest volume.
Exhalation – the expulsion of air from the lungs through contraction of chest volume.
Muscle movement – the diaphragm and rib muscles are constantly contracting and relaxing
(approximately 16 times per minute), thus causing the chest cavity to increase and decrease.
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Contraction of the diaphragm muscle – causes the diaphragm to flatten, thus enlarging the
chest cavity.
Contraction of the rib muscles – causes the ribs to rise, thus increasing the chest volume.
The chest cavity expands, thus reducing air pressure and causing air to be passively drawn into
the lungs. Air passes from the high pressure outside the lungs to the low pressure inside the
lungs.
The diaphragm curves and rises, the ribs descend – and chest volume decreases.
The chest cavity contracts thus increasing air pressure and causing the air in the lungs to be
expelled through the upper respiratory tract. Exhalation, too, is passive. Air passes from the
high pressure in the lungs to the low pressure in the upper respiratory tract.
Inhalation and exhalation are involuntary and therefore their control requires an effort.
3
Let’s Answer This!
Human Breathing System
Objective:
Describe the function of each part of the breathing system
Procedure:
1. Refer to the diagram, and check your understanding of the breathing system by
labeling each part and giving its functions in the box corresponding to the part.
Guide Questions:
Q1. What does each part of the “Bunch of Grapes” model represent, in relation to the
breathing system?
_________________________________________________________________________
_____________________________________________________________________
Q2. How will you describe the pathway of oxygen in the breathing system?
_______________________________________________________________________________
_______
Q3. What will happen if one part of the system fails to carry out its function properly?
________________________________________________________________________
______________________________________________________________________
4
Lesson 2: Mechanisms of Gas Exchange
Why do we believe that life is possible only on planets where oxygen is present?
Oxygen is necessary for life to exist. Without it, the cells in the body would not be able to
release the energy in food for power, and they would die within minutes. When you inhale
air, your respiratory system gets oxygen. When you exhale, carbon dioxide is released.
How do the respiratory and circulatory systems work together to carry out their common
purpose?
Air first enters your lungs and then into the left part of your heart. It is then driven by your
heart into the bloodstream, all the way through your body. The heart pumps blood, which
transports essential nutrients, oxygen, and other chemicals to every cell in your body. Once it
reaches the cells, oxygen processes the nutrients to release energy. Carbon dioxide is given off
during this process. The blood delivers carbon dioxide into the right portion of your heart, from
which it is pumped to the lungs. Carbon dioxide leaves your body through the lungs when you
exhale.
5
When you breathe in, the diaphragm contracts downward, creating a vacuum that causes a rush
of fresh air into the lungs.
The opposite occurs with exhalation, where the diaphragm relaxes upwards, pushing on the lungs,
allowing them to deflate.
6
Let’s Answer This!
Guide Questions:
A. How do the heart and the lungs work together?
______________________________________________________________________
______________________________________________________________________
E. How will you describe the sequence of oxygen, carbon dioxide, and blood flow in your
own words?
______________________________________________________________________
ENRICHMENT ACTIVITY
In the given framework of the human body below, illustrate the blood flow and gas
exchange in the respiratory and circulatory systems using diagrams and arrows. Color your
work to show the distinction of oxygen and carbon dioxide carried in the blood.
7
Lesson 3: The Circulatory System
The following are the three major parts of the circulatory system, with their roles:
Diagram showing the flow of blood from the heart to the rest of the human body.
8
Common mistakes and misconceptions
Arteries usually carry oxygenated blood and veins usually carry deoxygenated
blood. This is true most of the time. However, the pulmonary arteries and veins are an
exception to this rule. Pulmonary veins carry oxygenated blood towards the heart and the
pulmonary arteries carry deoxygenated blood away from the heart.
Blood is always red. Veins can appear blue as we see them through our skin, leading
some people to believe that deoxygenated blood is blue. However, this is not the case!
Blood only appears blue because of the way tissues absorb light and our eyes see color.
Although oxygen does have an effect on the brightness of the blood (more oxygen makes a
brighter red, less makes it darker), blood is never actually blue.
CIRCULATION
sln.fi.edu/biosci/systems/ pulmonary.html
Movement of blood
through the tissues of the
heart
2. Coronary Circulation
FT
, sln.fi.edu/biosci/systems/ pulmonary.html
sln.fi.edu/biosci/systems/ pulmonary.html
9
Let’s Answer This!
Let’s Organize!
Objective:
• Identify the components of the circulatory system
• Explain the different types of circulation
Procedure:
Using the given graphic organizer, fill in the missing parts, description, and functions to
complete the entire concept.
CIRCULATORY SYSTEM
Parts
Blood
Vessel
Types
CIRCULATION
Types
Systemic
Circulation
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Lesson 4: The Human Heart
Photo
The heart has two pumps. Each pump has two Credit:
Alexanderpiavas13
chambers, the upper and lower chambers. The upper (4Public )
Domain
chamber is the atrium that receives blood coming in
from the veins. The lower chamber is the ventricle
the blood from flowing backwards. The valves are that forces the blood out into the arteries.
There is a valve betweeneach atrium and ventricle to prevent like one-way
doors that keep the blood moving in only one direction.
Valves control movement of blood into the heart
chambers and out to the aorta and the pulmonary
artery. Refer to Figure 8.
s
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Figure 9. The detailed parts of the heart
Each time your heart beats, it delivers oxygen-rich blood to your body, which allows it to
function properly. Your heart rate or pulse is the number of times your heart beats in a minute
(BPM or beats per minute). Shorter time intervals may be used in taking the pulse as long as it
comes to 60 seconds upon multiplying with a factor. When you are resting, your heart rate
slows down, as your body does not need as much blood as it does when you exercise.
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Let’s Answer This!
Part A
Materials:
Stopwatch / timer
Data Logbook
Procedure:
1. Sit quietly for a few minutes before beginning the activity.
2. When you are ready, place your first two fingers either on your neck or on the inside
of your wrist and locate your pulse.
3. Once you find your pulse, start the watch, and for 60 seconds, count the number of
beats you feel. That is your pulse.
4. Try the experiment again, but this time count for only 30 seconds. When you are
done, multiply your count by two. Compare your pulses.
5. Repeat by counting for 15 seconds and multiplying your count by four, then counting
for 10 seconds and multiplying by six, and so on.
6. Once you have determined your resting pulse, go to a place where you can exercise
vigorously for at least one minute. Exercise of this sort might include a fast jog,
running stairs, skipping rope, or doing pushups. When you are done, you should be
breathing hard.
If you know that you have
TAKE a serious medical condition,
CARE! do not perform this activity.
7. Choose the length of the test you wish to perform and find your pulse again.
9. After the activity, record your observations and answer the guide questions.
Guide Questions:
A. What was your calculated resting pulse?
_____________________________________________________________________
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C. How would you differentiate your heart rates before and after exercising?
_____________________________________________________________________
D. What is the advantage of timing for a full minute to find your pulse?
________________________________________________________________________
E. What is the advantage of timing over a shorter period of time, especially when you have
just finished exercising?
______________________________________________________________________
Part B
What’s the Word?
Objective:
Infer how one’s lifestyle can affect the functioning of the respiratory and circulatory systems
Procedure:
All four pictures in each given set depict negative ways of living. They are connected by one
common word that indicates the effect of one’s lifestyle on the functioning of the respiratory and
circulatory systems. The expected answers are illnesses that are brought about by the negative
lifestyles. Write your answers in the box provided for each number.
1.
What’s the word?
2.
A____A
1.
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3.
massli
Guide Questions:
______________________________________________________________________
B. What are the negative lifestyles that are depicted in the pictures?
______________________________________________________________________
C. How can lifestyle affect the functioning of the respiratory and circulatory systems?
______________________________________________________________________
______________________________________________________________________
E. What might happen if a person goes on with a negative lifestyle such as what was seen in the
activity?
____________________________________________________________________
Part C
Answer the following questions briefly.
1. The nutrients obtained from the food during digestion are supplied by the circulatory
system to the body. What does the circulatory system distribute to the body as it
works with the respiratory system?
______________________________________________________________
2. If solid and liquid wastes are removed from the body through defecation and
urination, what is released by the body as waste during respiration?
______________________________________________________________
______________________________________________________________
5. What will happen if oxygen is not transported by the blood to the different parts of
the body?
______________________________________________________________
6. Since the valves act as the doors of the heart, what might happen if these doors do
not close?
______________________________________________________________
7. When we breathe in, we inhale many gases present in the air, including oxygen.
What do you think happens to the gases that are not needed by the body?
______________________________________________________________
8. You always hear and see the statement, “Government Warning: Cigarette smoking is
dangerous to your health.” How does cigarette smoking increase the risk of
developing cardiovascular diseases?
______________________________________________________________
9. How does singing from the diaphragm, instead of the throat, help improve the voice
quality of a singer?
______________________________________________________________
10. An old woman joined a kilometer-dash sprint and felt very exhausted afterwards.
How did the old woman’s activity affect her heart rate?
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Lesson 5: Incomplete Dominance
Source: buffonescience9.wikispaces
Figure 1. Punnett square showing a cross between red and white four o’clock
flowers
Now, work on this activity to help you understand better incomplete dominance.
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Let’s Answer This!
Objectives:
• Explain incomplete dominance pattern of inheritance
• Illustrate by means of Punnett square a cross involving incomplete dominance pattern of
inheritance.
Procedure:
1. Read the given problem:
Two pink flowered four o’clock plants were crossed. In four o’clock plants, R is the allele for red color
and W is allele for white
1. Show the possible outcome of the cross between two pink flowered four o’clock plants by
using the Punnett square.
2. Now, another cross was made involving a red flowered four o’clock plant and a pink
flowered four o’clock plant.
3. Using the Punnett square again, show the possible outcome.
4. Present and discuss your answers.
Guide Questions:
1. How many types of gametes will each parent produce in problem no. 1?_________
In problem no. 2? ___________
2. What is the phenotype of a heterozygous four o’clock flower?__________
3. What are the possible phenotypes of the offspring from the cross of the parental
plants in problem no. 1?_________________ In problem no. 2?_____________
4. What are the possible genotypes of the offspring from the cross of the parental
plants in problem no. 1?_________________ In problem no. 2?_____________
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Lesson 6: Sex Chromosomes and Sex Determination
Humans have 46 chromosomes in each cell. Observation of the human body cells shows 23 pairs of
chromosomes for both males and females. Twenty- two pairs are somatic chromosomes. The 23rd pair
consists of sex chromosomes. Human males and some other male organisms, such as other mammals and
fruit flies, have non-identical sex chromosomes (XY). Females have identical (XX) sex chromosomes.
Let us study gamete formation based on the sex chromosomes. You will observe in Figure 3 that all
egg cells receive an X chromosome; while half of the sperm cells receive X chromosomes and the other half
receive Y chromosomes.
Male Femal
e X XY
Sex chromosomes
X
Meiosis
X X X Y
Gametes
Female Male
Parent XY
XX
Gametes
X X X Y
Fertilization
Zygote
If an egg is fertilized by a sperm with a Y chromosome, as shown in Figure 4, the offspring is male.
When an egg is fertilized by a sperm carrying an X chromosome, the offspring is female. Note that there is a
50 percent chance of having a male or female offspring. The greater the number of offspring, the greater is the
chance of getting the expected 1:1 ratio of male and female.
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Let’s Answer This!
Boy or Girl ?
Objective:
Discuss how sex in humans is determined
Procedure:
1. Draw a Punnett square which shows the inheritance of the sex chromosomes. Represent the
female sex chromosomes with XX and the male sex chromosomes with XY.
Guide Questions:
1. What will be the sex of a child produced when an egg is fertilized by a sperm that
has a Y chromosome?
_______________________________________________
child?_________________________________________________
3. Based on this Punnett Square, what percent of children would you expect to be
male?____________________________________________________
female?_____________________________________________________
6. What are the other factors that may influence the expression of
human sexuality?.________________________________________
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Lesson 7: DNA: The Genetic Material
Humans have 46 chromosomes in each cell. Observation of the human body cells shows 23 pairs of
chromosomes for both males
We’ve talked a lot so far about chromosomes and the inherited trait that genes produce. But
what are genes? How do they work? After the discovery of the Chromosome Theory of Inheritance,
many questions remained unanswered.
• Of what material are genes made?
• How does the genetic material produce the characteristics of an organism?
• How is the genetic code passed from parents to offspring?
Scientists now know that the genetic material is DNA (Deoxyribonucleic acid). Modern
research techniques helped scientists to answer many questions about DNA and heredity. The
work of earlier scientists gave Watson and Crick a lot of information about DNA. By the end of
the 1940’s, scientists had found that DNA consists of long strands of nucleotides. Each
nucleotide contains a pentose sugar called deoxyribose, a phosphate group, and one of the four
compounds called nitrogenous bases. Look at Figure 5. What are the components of the
nucleotide?
Key Concepts
DNA is composed of chains of nucleotides built on a sugar and phosphate backbone and
wrapped around each other in the form of a double helix. The backbone supports four bases:
guanine, cytosine, adenine, and thymine. Guanine and cytosine are complementary, always
appearing opposite each other on the helix, as are adenine and thymine. This is critical in the
reproduction of the genetic material, as it allows a strand to divide and copy itself, since it only needs
half of the material in the helix to duplicate successfully.
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Let’s Answer This!
DNA Modeling
Objectives:
Connections:
3. Suppose you know that the sequence of bases on one DNA strand (one side of the
DNA ladder) is AGCTCAG. What is the sequence of the bases on the opposite strand?
4. Assume that a 100-bair pair DNA double helix contains 45 cytosines. How many
adenines are there?
Conclusion:
Write a summary of the structure of DNA that (at least) includes the terms: base, sugar,
phosphate, nucleotide, (base) pair, and helix.
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Lesson 8: Species Diversity
Study Figures 1 and 2. Picture yourself swimming and diving in Tubbataha Reef
Marine Park, where very high densities of marine species are found. What organisms are
in Figure 1? How many different kinds of organisms do you think you will see? Now,
imagine yourself standing in a coconut plantation. Which species do you think dominates
this area? The Tubbataha Reef Marine Park has many populations. You can see
hundreds of different species of organisms, whereas in a coconut plantation, only one
species dominates. A population is a group of living things within a certain area that are
all of the same species.
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Look at Figure 3. This is an area in Calauit, Palawan, that is set aside as a
park preserve, and no hunting is allowed in the park. A number of animals like
giraffe and zebra are placed in the area. There are plenty of plants to serve as food
for the giraffe and zebra population. The herd of giraffe and zebra are assumed to
be healthy and begin to multiply faster than expected. Predict what will happen if
the giraffe and zebra population continues to increase in the park area.
Populations can be of the same size, but they may have different densities. When we
consider the number of individuals per unit area, we are referring to the density of the
population. Differences in population density in any community may be attributed to many
factors. Population sizes change when new members move into the ecosystem. They
decrease when members move out of an ecosystem. The birth rate population like
certain environmental conditions are called limiting factors. Limiting and death rates can
also affect a population’s size. Anything that limits the size of a factors keep a population
from increasing in size and help balance an ecosystem.
Examples of limiting factors are the availability of food, water, and living conditions.
The maximum Light, temperature and soil nutrients are also limiting factors because they
help population size an environment can support is called its carrying capacity. If the
population size rises above the carrying capacity, organisms die because they cannot meet
all their needs
When a species, population becomes so low that only a few remain, the species is
considered endangered will possibly become extinct. In the Philippines, some
terrestrial species like the tamaraw in Mindoro, mouse deer in Palawan, Philippine deer,
Monkey-eating eagle, and aquatic species like the dugong found in Negros, Batangas,
and Leyte are in danger of extinction.
Sometimes, there is a particular species that declines so fast that it becomes
endangered and is said to be threatened. In a study conducted by field biologists on
population size and distribution of Philippine fauna, they reported that as of 1991, 89
species of birds, 44 species of mammals, and eight species of reptiles are internationally
recognized as threatened. These include also the Philippine Eagle or Monkey-eating
Eagle in the list of Philippine Endangered Species. (Source: cf. Rabago, L. et.al.
Functional Biology:Modular Approch. 2nd ed) Extinction is the disappearance of a species
when the last of its members die. Changes to habitats can threaten organisms with
extinction. As populations of the Earth and pushing many other species to the brink of
extinction.people increase, the impact of their growth and development is altering the
face of
Many changes take place in the communities. You may have noticed that the natural
vegetation in the area has been cleared. Concrete structures and increasing populations of
people and other organisms gradually take over the area. Perhaps some areas were
destroyed by natural disasters or by human activities. Just as vegetation changes, animal
populations also change. These may have major effects on the ecosystem causing
replacement of communities or development of a new environment.
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Let’s Answer This!
Making Predictions
Objective:
o Determine differences between two hypothetical islands
Materials:
Paper & pencil
Procedure:
1. Imagine that you and your friends are being sent to explore two islands.
The islands are very similar in size, age, and location. But one has human
population and the other does not have.
2. Predict what you will see in each island.
3. Tabulate your predictions as shown below.
Island A Island B
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Guide Questions:
B. How would you explain the differences that you will see in each island?
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Lesson 9: Protection and Conservation of Endangered
and Economically Important Species
Have you eaten? Did you turn on an electric light, ride a tricycle or jeepney, or use a
computer today? When you do any of these activities, you use one or more natural
resources. Natural resources are materials in the environment that people use to carry
on with their lives. But are you using these natural resources wisely? Will the time come
when these materials will no longer be available to you? You would probably have the
same question in mind.
Many of the changes that man has done to the environment were made by
the column meant for the island inhabited by human population. Land would be accident.
If you examine your predictions in the activity, you probably listed them in
cleared for housing and farming. These might decrease plant and animal populations, and
some pollution and other environmental problems would result.
You probably need to know more about some of the local and global
environmental issues/problems that are also affecting your community.
Deforestation
One of the country’s environmental problems is the rapid rate at which trees are cut
down. Did you encounter the same problem in your community? In the Philippines, the
major causes of deforestation are:
• Kaingin farming
• Illegal logging
• Conversion of agricultural lands to housing projects
• Forest fires
• Typhoon
• Soil erosion
• Floods
• Decrease in wildlife resources that will eventually lead to extinction
Wildlife Depletion
As human population gets bigger, huge space is needed for shelter, for growing crops, and for
industries. Deforestation is one of the major causes of the disappearance of wildlife species.
What happens to animal populations that are driven away from their natural habitat? If they
cannot find enough space, many will die or become extinct. Some species may become
endangered, or in the verge of becoming extinct.
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Water Pollution
A major problem in lakes, rivers and ponds is eutrophication. It happens when the
concentration of organic nutrients that comes from domestic garbage and thrown in
bodies of water, increases rapidly. one of the effects of water pollution. It is supposed
to be a slow process, but man’s activities hasten it up. Another effect of water pollution is
mass death of fish, or ‘fish kill’. Have you read articles from the newspapers about ‘fish
kill’ in Manila Bay or some other places? Have you seen such an event in your area?
A ‘fish kill’ usually happens when there is an increase in concentration of organic
nutrients in bodies of water. This condition causes algal bloom and growth of aquatic
plants. When the algae die, they sink to the bottom and the process of decomposition
proceeds. This process uses up oxygen and as a result, aquatic animals die due to lack
of oxygen.
Bodies of water are also polluted with toxic wastes, untreated sewage, and fertilizer run-
offs from farm lands. One class of dangerous chemicals present in water is PCB
(polychlorinated biphenyl). PCBs are toxic wastes produced in the making of paints, inks
and electrical insulators.
At each level of the food chain, the amount of PCB in each organism increases.
They are unable to excrete PCB from their bodies.
Through the process of biological magnification, the PCB becomes concentrated
in the body tissues of water organisms. Biological magnification is the buildup of
pollutants in organisms at higher trophic levels in a food chain. Fish living in
contaminated ecosystems contain built up high concentration of PCB as shown in Figure
11. The fish were not killed by the chemicals, but they stored them in their tissues. As the
salmon feeds on the smaller fish, it took in the PCB in their bodies. Like the smaller fish,
the salmon was not killed by the PCB. It stored the PCB in its tissues. The concentration
of PCB in the salmon has rise to 5,000 times the concentration of PCB in the water in
which it fed.
has
Other pollutants found in water are heavy metals such as lead, mercury, and
cadium. These metals come from factories that dump their wastes into rivers or lakes.
Air Pollution
Do you know that cars are one of the major contributors to air pollution? Pollutants
can enter the air as gases, liquids, or solids. Cars burn fuel and produce harmful gases–
carbon dioxide, nitrogen oxides, and hydrocarbons. Figure 12 shows the harmful
pollutants present in the air.
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Figure 12
Air Pollution
In Metro Manila where a great volume of cars travel each day, smog blankets the
area, nitrogen oxides and hydrocarbons from car exhausts react with water vapour or
dust particles and produce new irritating chemicals. would otherwise radiate back into
space. The trapping of heat by gases in the earth’s Carbon dioxide acts like a blanket
over the Earth, holding in the heat that
atmosphere is called greenhouse effect.
The greenhouse effect is a natural process. But as carbon dioxide in the warming. Global
warming is an increase in the earth’s temperature from the rapid atmosphere increases,
greenhouse effect also intensifies–this will lead to global buildup of carbon dioxide and
other gases. This, in turn, could change the world climate patterns.
Are there factories in your area? Factories and power plants that burn coal are also
major contributors to air pollution. Coal contains sulfur. When coal burns, sulfur
combines with oxygen in the air to form sulfur dioxide, with choking odor. Power plants
also burn coal to give off particulates into the air. Particulates are tiny particles of soot,
dust, and smoke. These particulates block sunlight and get into your lungs when you
breathe. Do you see smog and smell such foul odor and often wonder where it comes
from? Well, your place might be a victim of air pollution from the factories nearby.
Coral reefs and coastal mangrove forests in the Philippines serve as breeding
grounds and nurseries of marine fishes. But due to man’s activities, coastal areas are
getting destroyed through the years. Some of these activities include the following:
27
Figure 14 Damaged mangrove areas Figure 15 Dynamite Fishing
Acid Precipitation
Acid precipitation is commonly known as acid rain. Rainwater is normally acidic,
because carbon dioxide is normally present. Other pollutants, mostly sulfur and nitrogen
oxides, make rainwater even more acidic, with a pH of 5.6 or lower. Emissions from
factories and from exhaust of motor vehicles are some examples of pollutants.
Acid rain can be harmful to living things. It causes yellowing of leaves of trees and
cause leaves to fall. Along with nutrients being lost through direct leaching from leaves
and no movement of nutrients in forest litter (leaves, stems, and fruits), nutrients can be
lost from the soil. Acid water flowing through the soil can exchange acidic hydrogen ions
for essential plant nutrient ions such as calcium, magnesium, and potassium. If these
nutrients migrate beneath the rooting zone, they become unavailable to tree roots.
Human activities and overpopulation have caused most of the environmental problems
nowadays. People are beginning to realize that the way they interact with the environment
must change to ensure the survival of all living things. This is one big challenge to
maintain the resources needed for survival while ensuring that they will still be available in
the future. This is a practice called sustainable development. This means that a
sustainable society should live under the carrying capacity of the environment. This
means that the rate at which society uses renewable resources does not exceed the rate
at which the resources are generated.
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Let’s Answer This!
Overharvesting Pollution
A. Photo Quiz: The words in the box are some of the causes of species
extinction. Look at the pictures below and identify which cause of
extinction matches each group of pictures.
1.
2.
3.
4.
29
5.
B. The map below shows the population distribution of fish, water bugs, frogs and
water lily plants in a pond.
Key:
= fish = frogs
30
Lesson 10: Photosynthesis
There are two stages of photosynthesis: (a) Light-dependent Reaction and (b)
Calvin Cycle (dark reaction). Light-dependent reaction happens in the presence of
light. It occurs in the thylakoid membrane and converts light energy to chemical
energy. Water-one of the raw materials of photosynthesis-is utilized during this
stage and facilitates the formation of free electrons and oxygen. The energy
harvested during this stage is stored in the form of ATP (Adenosine Triphosphate)
and NADPH( Nicotinamide Adenine Dinucleotide Phosphate Hydrogen). These
products will be needed in the next stage to complete photosynthetic process.
Calvin Cycle (dark reaction) is a light-independent phase that takes place in the
stroma and converts Carbon dioxide (CO2) into sugar. This stage does not directly
need light but needs the products of light reaction. This is why it occurs immediately
after the light-dependent phase.
31
Let’s Answer This!
Activity
What are the structures involved in the
food making process in plants?
Learning Station 1: Identify the raw materials and end products of photosynthesis.
Complete the table below: Write the raw materials and products of
photosynthesis.
32
Try This!
Choose the letter of the best answer. Write your answer on your answer sheet.
33